Research On Structural Feature Of Pirmitive Content In Chemistry Classroom Teaching

Chemistry classroom teaching had promoted a lot since the brand new senior high school chemistry courses being implemented in2001.Teaching methods had chaneged, resulting in more classroom interactivities and experiments,etc.However,the further observation in classroom proved that practical effect did not reach the expectation.On one hand,the idea of new course is difficult to be transformed into classroom teaching behavior for the efficiency of some teaching behavior are turned up to be low,even none.On the other hand, the procedure of turning experience from the scientists and teachers into students’did not work efficiently,which means quality of teaching is low either.In classroom teaching, both of teaching method which played the role as media or carrier and the course content which is the fundamental factor are important,none should be ignored.To amend that inaccuracy in classroom teaching content,the theory of primitive content in chemistry classroom teaching emerged as the times require.This research is based on the theory of classroom teaching plate and classroom teaching primitive content, in order to analyse the content guided by the idea of new courses.Morevoer,this research also selected20samples of high grade courses as objects which coverd different contents of chemistry classroom teaching, to ensure the objectivity and fairness.To observe the features, similarities and differences of various chemistry classroom teaching contents clearly, this research will extract the main part from classroom teaching content, perform logical analysis and comparision.Meanwhile, the author made some personal and discussable suggetions based on theory of chemistry classroom teaching plate and primitive content theory to solve the common problem in classroom practices.